Rubrics play a key role when validity and criteria are discussed. To produce a good rubric takes a long time of trial and error, and it is related to the establishing of goals. Without clear goals which are known by students, we cannot anticipate to obtain good results. First lesson: establish clear instructions and a transparent system of evaluation when it is not an objective test, and if it is, even clearer.
Holistic rubrics do not look into detail students process, but just the final product. Yet, analytical rubrics show clearly of what it is expected and delivered. In addition, an advantage is that they give feedback to large classes without the actual oral feedback. Thus, students develop autonomy when reading what their outcome was and why.
One of the main constrains of rubrics is that their quality can be questioned after the evaluation has taken place. For that reason, their elaboration has to be very careful.
It would be ideal that teachers meet in July or December meet to discuss, analyse and improve their rubrics in order to progress in the quality of their rubrics.
The latter is better to be done in teams of teachers, in order to unify the criteria. Thus, more validity in the processes is reached.
An everyday example of assessing understanding and gathering evidence are reading comprehension tests with open questions. On the one hand, quality of understanding is assessed, but also quality of performance. In language development, there are little chances of taking students’ work in order to find out their weakest points.
Another aspect is performance assessment as a great opportunity to gather materials to be analysed and obtain the whole picture of the process.
Teacher beliefs are also relevant. Students’ outcomes are very much related to teachers’ expectations of students, and motivation. The latter is usually the only reason for students to participate when there is a reward. If there is no reward or prize, students do not do anything. Thus, there is no understanding.
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5 comments:
Dear Lo,
I totally agree with you when you say that the first lesson for us as teachers is to have clearly enough what the goals are, what kind of outcomes students are expected to show.
Only in that way we can design effective assessing tools like rubrics; otherwise, we assess with non sense and students do not get the point of the learning.
As you also say, teachers must work in teams in order to unify goals and criteria since the objective is just one: understanding. Hard work, don’t you think? Thus most of the time, teachers do not want to open their classroom practices and reflect on ther beliefs with the rest of the team....
Dear Loreto:
as you mention above, nobody can deny the importance and relevance of using rubrics in the assessment process. Although, it is necessary to use this tool with 'tweezers' since if it is not well designed a rubric might become an element of confusion and even discussion between the participants. Because some students might disagree with one of the aspects included in the rubric, and if we have not explained things clearly at the beginning of the course, then it is our fault, and they have the right to disagree.
As a result, rubrics are a very useful tool only if we have clearly designed and explained the objectives of a course, and if we have been consistent enough with the lessons we have given. Therefore clarity, organization and congruence are essential to develop good rubrics.
Thanks,
Scarlette
Dear Loreto:
When rubrics are designed around students’ learning outcomes, it can be said that they might be successful. Actually, rubrics can be a powerful educational tools for sharing expectations with students and then for grading students’ performances.
Goals, outcomes or understanding are not the only essential issues which have to be taken into account to accomplish understanding. Affective factors clearly can make the difference in a test. As you mentioned in your post, motivation plays a very important role in the pursuit of understanding. Teaching students to think and reflect on their own learning will encourage them to learn without rewarding.
You have mentioned a very important issue. It is better to work on rubrics with your collegues to unify criteria.
Time, effort and expertise are always involved in developing assessment. It makes a big difference when you work with a team than when you work by yourself.
It is very important to share experiences, have feedback and make final decisions with your collegues. Probably if we work in this way, the task of making students understand and getting validity would be much enrichening and we will save a lot of time.
Hi Loreto!
"Teacher beliefs are also relevant. Students’ outcomes are very much related to teachers’ expectations of students, and motivation." How important is to unpack our own beliefs, especially when we are so unaware of them. In fact, a deep exercise is necessary in order to really see those assumptions and beliefs underlying in our practices and the decisions we make. Only when we are capable of identifying them, we will be able to plan our action in a differnt way. That is when we collaboration of our colleagues becomes essential. Sometimes, we need the help of others in the discoveie of ourselves.
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